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Operationalizing Ethical Becoming as a Theoretical Framework for Teaching Engineering Design Ethics.

Grant A Fore^1,2, Justin L Hess³

¹STEM Education Innovation and Research Institute, Indiana University Purdue University Indianapolis, Indianapolis, USA. gfore@iupui.edu.

Science and Engineering Ethics

|December 1, 2019

Summary

This summary is machine-generated.

Ethical becoming, a new engineering ethics framework, integrates pragmatism, care, and virtue. It emphasizes relationality, indebtedness, harmony, and reflective thought for ethical development in engineers.

Keywords:

Care Engineering ethics Inquiry Process Reflection

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Area of Science:

Engineering Ethics
Philosophy of Technology
Education Theory

Background:

Existing engineering ethics education often lacks a holistic approach to ethical development.
Previous frameworks have not fully explored the interconnectedness of self, relationships, and ethical action.

Purpose of the Study:

Introduce and define the novel "ethical becoming" framework for engineering ethics education.
Explore the philosophical underpinnings of ethical becoming, drawing from Alfred North Whitehead's relational process ontology.
Propose five key components of ethical becoming: relationality/indebtedness, harmony/potency, care, reflective thought, and ethical inquiry.

Main Methods:

Conceptual analysis of existing engineering ethics literature.
Application of Alfred North Whitehead's relational process ontology.
Development and articulation of the five components of the ethical becoming framework.

Main Results:

Ethical becoming posits that all development is relational and creates indebtedness.
Ethical engagement should aim for harmony and potency (beauty).
Care, reflective thought, and ethical inquiry are crucial for ethical development and education.

Conclusions:

The ethical becoming framework offers a comprehensive approach to engineering ethics education.
It highlights the importance of relationality, self-fashioning, and continuous ethical inquiry.
This framework has practical implications for designing engineering ethics curricula.